Common use of Evidence Used In Evaluation Clause in Contracts

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and assessments, district-developed pre and post unit and course assessments, common assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain ACCESS for ▇▇▇▇ scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any at least 10 minutes in duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) of at least 10 minutes in duration for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including: (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 23-24, below; and v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any not less than ten minutes duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. C) Examination of student work samples. Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see #23-24, below; and

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) A. Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) ), MAP or Massachusetts English Proficiency Assessment ACCESS gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement will be set by between the district. The measures set by Educator and Evaluator for the district should be based on time established in the Educator’s role and responsibilityEducator Plan. B) B. Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice may be in the form of any duration, recommended to be a minimum partial or full-period classroom visitations of 10 minutesat least 15 minutes or no more than one class/subject period. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a schoolthe district, Educators on Improvement Plans, Directed Growth Plan, and as determined by the Evaluator. iii) Examination of Educator work products. (a) An educator shall be provided with relevant samples. Educators will be provided guidance and training pursuant to the development of work products and evidence. iv) Examination of student work samples. (a) An educator shall be provided with relevant samples. Educators will be provided guidance and training pursuant to the development of work products and evidence . C. Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (as provided by 3biii and 3biv above) (b) Evidence of active outreach to and engagement with families; (as provided by 3biii and 3biv above) ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 23-24, below; and v) Any other relevant evidence from any source that the Educator shares with the Evaluator or that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the .superintendent. vi) Educators will be provided a total of three dedicated contractual hours distributed over the school year in order to compile evidence. These hours shall be mutually agreed upon by the FTA and FPS prior to the final adoption of the school calendar for the following year

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any not less than ten minutes duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. C) Examination of student work samples. Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see #23-24, below; and

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year three years of practice in a school, PTS Educators in their first year under a new licensure, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 23-24, below; and

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorNurse: A) a. Multiple measures of student learning, growth, and achievement, which shall include: i) i. Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) . At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) . Measures of student progress and/or achievement toward student learning goals set between the Educator Nurse and Evaluator for the school year or some other period of time established in the Educator Plan. iv) . For Educators Nurses whose primary role is not as a classroom teacher, the appropriate measures of the EducatorNurse’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the EducatorNurse’s role and responsibility. B) b. Judgments based on observations and artifacts of practice including: i) i. Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) . Announced observation(s) for non-PTS Educators Nurses in their first year of practice in a school, Educators Nurses on Improvement Plans, and as determined by the Evaluator. iii) . Examination of Nurse work products and artifacts. iv. Examination of student work samples. c. Evidence relevant to one or more Performance Standards, including but not limited to: i. Evidence compiled and presented by the Nurse, including : 1. Evidence of fulfillment of professional responsibilities and growth such as self- assessments, peer collaboration, professional development linked to goals in the Educator work products.Plans, contributions to the school community and professional culture; 2. Evidence of active outreach to and engagement with families; ii. Evidence of progress towards professional practice goal(s); iii. Evidence of progress toward student learning outcomes goal(s); iv) Student Feedback and Staff Feedback for administrators– see # 23-24, below; and

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) A. Multiple measures of student learning, growth, and achievement, which shall include: i) i. Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) . At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district wide. These measures may include: portfolios, approved commercial assessments and district-district developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment WIDA gain scores, if applicable, in which case at least two three years of data is required. iii) . Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) . For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should shall be based on upon district determined measures and the Educator’s role and responsibility. B) Judgments based on observations B. Observations and artifacts of practice including: i) i. Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutespractice. ii) . Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, Educators on Improvement Plans, and as determined by the Evaluatorpractice. iii) . Examination of Educator work products. iv. Examination of student work samples. C. Evidence relevant to one or more Performance Standards, including but not limited to: i. Evidence compiled and presented by the Educator, including: a. Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; b. Evidence of active outreach to and engagement with families; ii. Evidence of progress towards professional practice goal(s); iii. Evidence of progress toward student learning outcomes goal(s). iv. Student and/or staff feedback collected by the district, starting in the 2014-2015 school year. (On or before July 1, 2013, DESE shall identify one or more instruments for collecting student feedback and shall publish protocols for administering the instrument(s), protecting student confidentiality, and analyzing student feedback.) The parties agree to bargain the protocols for collecting and analyzing student feedback. v. Any other relevant evidence that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Massachu- setts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including: (a) Evidence of fulfillment of professional responsibilities and growth such as self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 23-24, below; and v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including: (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; ii) Evidence of active outreach to and engagement with families; iii) Evidence of progress towards professional practice goal(s); iv) Evidence of progress toward student learning outcomes goal(s).

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year three years of practice in a school, PTS Educators in their first year under a new licensure, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 23-24, below; and

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s 's contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s 's role and responsibility. Educators with students who are not in compliance with the district's attendance policy, shall not have those students’ scores used in any calculations of student learning, growth and/or achievement. Scores for students transferring into the district may be excluded from calculations of student learning, growth and/or achievement based on time in the district and access to historical benchmark data. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutesminutes or greater. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence identified and to be provided or made available upon evaluator's request by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback - see # 23-24, below; and v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent. See definition: Categories of Evidence.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;school; ii) At least two district-determined district­determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- widedistrict­wide. These measures may include: portfolios, approved commercial assessments and district-developed district­developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-non­PTS Educators in their three years of practice in a school, PTS Educators in their first year of practice in under a schoolnew licensure, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self­assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 23­24, below; and

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district district, developed collaboratively should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of not less than 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including:

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) A. Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) ), MAP or Massachusetts English Proficiency Assessment ACCESS gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement will be set by between the district. The measures set by Educator and Evaluator for the district should be based on time established in the Educator’s role and responsibilityEducator Plan. B) B. Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice may be in the form of any duration, recommended to be a minimum partial or full-period classroom visitations of 10 minutesat least 15 minutes or no more than one class/subject period. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a schoolthe district, Educators on Improvement Plans, Directed Growth Plan, and as determined by the Evaluator. iii) Examination of Educator work products. (a) An educator shall be provided with relevant samples. Educators will be provided guidance and training pursuant to the development of work products and evidence. iv) Examination of student work samples. (a) An educator shall be provided with relevant samples. Educators will be provided guidance and training pursuant to the development of work products and evidence . C. Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (as provided by 3biii and 3biv above) (b) Evidence of active outreach to and engagement with families; (as provided by 3biii and 3biv above) ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 23-24, below; and v) Any other relevant evidence from any source that the Educator shares with the Evaluator or that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent. vi) Educators will be provided a total of three dedicated contractual hours distributed over the school year in order to compile evidence. These hours shall be mutually agreed upon by the FTA and FPS prior to the final adoption of the school calendar for the following year

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of duration but not less than 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) *Student and Staff Feedback – see # 23-24, below.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the districtDistrict. The measures set by the district District should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 22, below; and v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s 's contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s 's role and responsibility. Educators with students who are not in compliance with the district's attendance policy, shall not have those students scores used in any calculations of student learning, growth and/or achievement. Scores for students transferring into the district may be excl uded from calculations of student learning, growth and/or achievement based on time in the district and access to historical benchmark data. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutesminutes or greater. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence identified and to be provided or made available upon evaluator's request by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments , peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback - see # 23-24, below; and

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including: (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 22, below; and v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of duration but not less than 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including :

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) A. Multiple measures of student learning, growth, and achievement, which shall include, but not limited to: i) i. Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;. ii) . At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency RETELL Assessment gain scores, if applicable, in which case at least two years of data is required. iii) . Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator Principal for the school year or some other period of time established in the Educator Plan. iv) . For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district as bargained by the parties should be based on the Educator’s role and responsibility. Educators with students who are not in compliance with the ▇▇▇▇▇▇▇ Public School attendance policy, shall not have those students’ scores used in any calculations of student learning and/or achievement. B) B. Judgments based on observations and artifacts of practice including, but not limited to: i) i. Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) . Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator.practice. (As related to individual educational plan) iii) . Examination of Educator work products. iv. Examination of student work samples. C. Evidence relevant to Professional Practice and Student Learning Goals including but not limited to: i. Evidence of progress towards professional practice goal. ii. Evidence of progress toward student learning outcomes goal. iii. If there should be a dispute that either the type or amount of evidence provided by an Educator is incorrect or insufficient, the Educator shall first appeal this to his/her Principal for further discussion and review. If the Educator is not satisfied with the outcome of this meeting, s/he may appeal the issue to the Superintendent or his/her designee for discussion and review. D. Additional evidence relevant to one or more Performance Standards, including, but not limited to:

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any at least 10 minutes in duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 23-24, below; and iv) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the superintendent.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutespractice. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to:

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) A. Multiple measures of student learning, growth, and achievement, which shall include, but not limited to: i) i. Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;. ii) . At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency RETELL Assessment gain scores, if applicable, in which case at least two years of data is required. iii) . Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator Principal for the school year or some other period of time established in the Educator Plan. iv) . For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district as bargained by the parties should be based on the Educator’s role and responsibility. Educators with students who are not in compliance with the ▇▇▇▇▇▇▇ Public School attendance policy, shall not have those students’ scores used in any calculations of student learning and/or achievement. B) B. Judgments based on observations and artifacts of practice including, but not limited to: i) i. Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) . Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator.practice. (As related to individual educational plan) iii) . Examination of Educator work products. iv. Examination of student work samples. C. Evidence relevant to Professional Practice and Student Learning Goals including but not limited to: i. Evidence of progress towards professional practice goal. ii. Evidence of progress toward student learning outcomes goal. iii. If there should be a dispute that either the type or amount of evidence provided by an Educator is incorrect or insufficient, the Educator shall first appeal this to his/her Principal for further discussion and review. If the Educator is not satisfied with the outcome of this meeting, s/he may appeal the issue to the Superintendent or his/her designee for discussion and review. D. Additional evidence relevant to one or more Performance Standards, including, but not limited to:

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district- district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility. B) Judgments based on observations and artifacts of practice including: i) Unannounced observations of practice of any duration, recommended to be a minimum of 10 minutes. ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator. iii) Examination of Educator work products. iv) Examination of student work samples. C) Evidence relevant to one or more Performance Standards, including but not limited to: i) Evidence compiled and presented by the Educator, including: (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; (b) Evidence of active outreach to and engagement with families; ii) Evidence of progress towards professional practice goal(s); iii) Evidence of progress toward student learning outcomes goal(s). iv) Student and Staff Feedback – see # 23-24, below; and